Iterative+Process+3

Module 3 Unit 3toc

Essential Question
//How is research turned into argument writing? //

In this unit, students must synthesize and craft independent claims and conclusions from information across multiple texts and articulate their position in an organized, cogent, and formal argument essay. As part of this process, students engage in a writing cycle in which they self-edit, provide peer reviews, and continually revise their work. Students receive direct instruction on a myriad of topics related to the writing process, including:

1) Creating outlines

2) Organizing claims, counterclaims, and evidence in a logical manner

3) Drafting effective introductions, body paragraphs, and conclusions

4) Creating cohesion within and between paragraphs

5) Using colons and semicolons

6) Adhering to MLA citation conventions

7) Writing in a formal, objective tone

8) Adhering to conventions of argument writing

Common Core Standards
**W.9-10.1.a-e** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument. f. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. g. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">h. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">i. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">j. Provide a concluding statement or section that follows from and supports the argument presented. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**W.9-10.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**W.9-10.5** Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**W.9-10.7** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**W.9-10.8** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**W.9-10.9** Draw evidence from literary or informational texts to support analysis, reflection, and research.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CCS Standards: Writing **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**SL.9-10.1** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CCS Standards: Speaking & Listening **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**L.9-10.1.a** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">b. Use parallel structure. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**L.9-10.2.a-c** Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">d. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">e. Use a colon to introduce a list or quotation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">f. Spell correctly. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**L.9-10.3.a** Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">b. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s A Manual for Writers) appropriate for the discipline and writing type. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**L.9-10.6** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">CCS Standards: Language **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Note: Bold text indicates targeted standards that will be assessed in the unit.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Suggested Student Objectives
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be required to: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1) Collect and organize evidence from research to support analysis in writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2) Analyze, synthesize, and organize evidence-based claims. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3) Write effective introduction, body, and conclusion paragraphs for a research-based argument paper. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4) Use proper MLA citation methods in writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5) Edit for a variety of purposes, including using semi-colons, colons, and correct spelling. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6) Use formal style and objective tone in writing. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7) Adhere to conventions of argument writing (e.g., addressing all sides of an issue, avoiding emotional appeals). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">8) Write coherently and cohesively.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Resource Links
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Logical Conclusions <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">

Lessons
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